Recently, the phenomenon of experimental education has sparked an ongoing controversy, which inevitably leads to a moot question “whether it can do well in formal education?”. Whereas it is a widely held view that experimental education is highly beneficial, I will discuss controversial aspects of that throughout this essay.
From the academic standpoint, the theoretical concepts are bound up inextricably with formal education, which indicates they lead to both educational policy and educational reforms. As a well-known example, a longitudinal study conducted by eminent scientists in 2014 demonstrates the relationship between the learning process and theory-based courses as well as an exponential increase in educational efficacy. Their academic criticism was impressive. Researchers, nevertheless, paid heed to classroom-based concepts, research-oriented methods, and education-oriented courses alike. Consequently, my empirical evidence presented thus far supports the contention that the likelihood of the quality of education service is correlated positively with not only theoretical skills but also practical expertise.
Within the realm of the job market, without the slightest doubt, experimental education attribute to the job experience, in that it would come down to professional workers, and employees. A salient example of such attribution is craft persons, which is a cause for concern since it was mistaken to take experience-based education for granted. Had there been a paradigm shift earlier, scholars might have had the opportunity to pinpoint irregular education problems. Likewise, hardly had they confined their attention to the price of handy crafts, conventional methods, and even labor market. Besides, this criterion is an indispensable part of modern lifestyle. Hence, it is reasonable to infer the pivotal role of the experimental system of education.
To conclude, as for myself, as the saying goes “all’s well that ends well,” after analyzing what elaborated above, I entirely agree that practical and experimental education is the pragmatic solution
Grammar and spelling errors:
Line 7, column 84, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , &apos
...oes 'all's well that ends well,' after analyzing what elaborated above,...
^^^^^^
Transition Words or Phrases used:
also, besides, but, consequently, hence, if, likewise, nevertheless, so, thus, well, whereas, as for, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 10.5418719212 114% => OK
Auxiliary verbs: 4.0 6.10837438424 65% => OK
Conjunction : 7.0 8.36945812808 84% => OK
Relative clauses : 9.0 5.94088669951 151% => OK
Pronoun: 21.0 20.9802955665 100% => OK
Preposition: 37.0 31.9359605911 116% => OK
Nominalization: 19.0 5.75862068966 330% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1822.0 1207.87684729 151% => OK
No of words: 302.0 242.827586207 124% => OK
Chars per words: 6.03311258278 5.00649968141 121% => OK
Fourth root words length: 4.1687104957 3.92707691288 106% => OK
Word Length SD: 3.5972702836 2.71678728327 132% => OK
Unique words: 198.0 139.433497537 142% => OK
Unique words percentage: 0.655629139073 0.580463131201 113% => OK
syllable_count: 574.2 379.143842365 151% => OK
avg_syllables_per_word: 1.9 1.57093596059 121% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 4.6157635468 130% => OK
Article: 4.0 1.56157635468 256% => Less articles wanted as sentence beginning.
Subordination: 4.0 1.71428571429 233% => Less adverbial clause wanted.
Conjunction: 3.0 0.931034482759 322% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 3.65517241379 164% => OK
Performance on sentences:
How many sentences: 14.0 12.6551724138 111% => OK
Sentence length: 21.0 20.5024630542 102% => OK
Sentence length SD: 55.524585472 50.4703680194 110% => OK
Chars per sentence: 130.142857143 104.977214359 124% => OK
Words per sentence: 21.5714285714 20.9669160288 103% => OK
Discourse Markers: 8.0 7.25397266985 110% => OK
Paragraphs: 4.0 4.12807881773 97% => OK
Language errors: 1.0 5.33497536946 19% => OK
Sentences with positive sentiment : 9.0 6.9802955665 129% => OK
Sentences with negative sentiment : 0.0 2.75862068966 0% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 2.91625615764 171% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.114739494628 0.242375264174 47% => OK
Sentence topic coherence: 0.0352192250925 0.0925447433944 38% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0389118227392 0.071462118173 54% => OK
Paragraph topic coherence: 0.0748487161305 0.151781067708 49% => OK
Paragraph topic coherence SD: 0.0262618100509 0.0609392437508 43% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 17.8 12.6369458128 141% => OK
flesch_reading_ease: 24.78 53.1260098522 47% => Flesch_reading_ease is low.
smog_index: 14.6 6.54236453202 223% => Smog_index is high.
flesch_kincaid_grade: 15.0 10.9458128079 137% => OK
coleman_liau_index: 17.69 11.5310837438 153% => OK
dale_chall_readability_score: 10.8 8.32886699507 130% => OK
difficult_words: 117.0 55.0591133005 212% => Less difficult words wanted.
linsear_write_formula: 18.5 9.94827586207 186% => OK
gunning_fog: 10.4 10.3980295567 100% => OK
text_standard: 18.0 10.5123152709 171% => OK
What are above readability scores?
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Rates: 85.0 out of 100
Scores by essay e-grader: 76.5 Out of 90
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.